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A Curriculum of Fear: Homeland Security in US Public Schools

Author: Nicole Nguyen
Abstract: A Curriculum of Fear examines Milton High School’s specialized Homeland Security program—what it means to students and staff and what it says about the militarization of public schools. The first ethnography of such a program, it provides a close encounter with the new normal imposed by the global war on terror—a school under siege, actively preparing for the siege itself. 
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An Introduction to the Foundation; Phase Early Years Curriculum in Wales

Author: Amanda Thomas
Author: Alyson Lewis
Abstract: An Introduction to the Foundation Phase provides a practical guide to understanding and implementing the Foundation Phase in any early years setting in Wales. The experienced author team discuss and reflect upon a play based approach to learning and the importance of collaboration between various members in any early years settings. 

Students are introduced to key topics including: key theories of influential thinkers within early years education, both past and present; international curricula and perspectives on play and how Welsh curriculum compares; effective classroom practice; observational techniques; methods of assessment and how to be a reflective practitioner.

Through interviews with different stakeholders, including educational ministers, policy advisors, practitioners and parents, An Introduction to the Foundation Phase concludes by discussing the challenges and complexities of putting policy into practice and considers implications for the future of early years education.

Making links between theory, policy and practice is vital for a future workforce and this core text provides a solid foundation for any student within early years. Illustrative case studies, activities, reflective tasks and suggestions for further reading are provided throughout. Online resources for lecturers and students are also included.
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Authentic Quantitative Analysis for Education Leadership Decision-Making and EdD Dissertations: A Practical, Intuititive, and Intelligible Approach

Author: Stanley Pogrow
Abstract: This book covers the topics of (a) how to critique research, (b) how to design and develop a rigorous EdD dissertation, (c) how to produce a quality dissertation literature review, and (d) how to apply quantitative research to the improvement of practice.
Publisher: NCPEA Publications
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Autonomous Learner Model Resource Book

Author: George T. Betts, Ed.D.
Author: Robin J. Carey, Ph.D.
Author: Blanche M. Kapushion, Ph.D.
Abstract: Autonomous Learner Model Resource Book includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or with individuals who are ready to be independent, self-directed, lifelong learners. These learners have the passions, abilities, skills, and attitudes to go beyond the regular curriculum and take control of their own educational pathways. Field-tested strategies and activities in the book include Find Someone Who, Teacher and Learner Questionnaires, Lifelong Notebook, Time Capsule, and Night of the Notables.
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Black Mask-ulinity: A Framework for Black Masculine Caring

Editor: Lisa Bass
Abstract: Black Mask-ulinity: A Framework for Black Masculine Caring is a collection of research, narratives, essays, and conceptual works to lay the foundation for an important emerging theoretical framework: Black Masculine Caring (BMC). This framework facilitates an understanding of the teaching and leading styles of Black males, and seeks to improve the educational experiences of Black male students. This book is significant in that it builds upon feminist ethic of caring frameworks and takes readers on a journey toward understanding the ethic of caring through a masculine lens. Authors explore the experiences of caring school leaders; Black male students in need of care; Black males as caring fathers; Black males as caring spiritual leaders; and Black males as caring institutional leaders. This book is appropriate for students at both the undergraduate and graduate levels in classes including the foundations of education, the sociology of education, ethics in educational leadership, teacher preparation, Black studies, and scholars seeking a deeper experience in their study of the ethics of caring.
Publisher: Peter Lang
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Brown-Eyed Leaders of the Sun: A Portrait of Latina/o Educational Leaders

Author: Frank Hernandez
Author: Elizabeth Murakami
Abstract: This volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.
Publisher: Information Age
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Catholic School Leadership

Editor: Anthony J. Dosen
Editor: Barbara S. Rieckhoff
Abstract: The administration of Pre K - 12 Catholic schools becomes more challenging each year. Catholic school leaders not only have the daunting task of leading a successful learning organization, but also to serve as the school community's spiritual leader and the vigilant steward who keeps the budget balanced, the building clean, and maintaining a healthy enrollment in the school. The goal of this book is to provide both beginning and seasoned Catholic school leaders with some insights that might help them to meet these challenges with a sense of confidence. The words in this text provide research‐based approaches for dealing with issues of practice, especially those tasks that are not ordinarily taught in educational leadership programs. This text helps to make sense of the pastoral side of Catholic education, in terms of structures, mission, identity, curriculum, and relationships with the principal's varied constituencies. It also provides some insights into enrollment management issues, finances and development, and the day in day out care of the organization and its home, the school building.This text attempts to integrate the unique challenges of the instructional leader of the institution with the historical and theological underpinnings of contemporary Catholic education.
Publisher: Information Age
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Changing the Face of Engineering: The African American Experience

Editor: John Brooks Slaughter
Editor: Yu Tao
Editor: Willie Pearson, Jr.
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In Changing the Face of Engineering, twenty-four eminent scholars address the underrepresentation of African Americans in engineering from a wide variety of disciplinary and professional perspectives while proposing workable classroom solutions and public policy initiatives. They combine robust statistical analyses with personal narratives of African American engineers and STEM instructors who, by taking evidenced-based approaches, have found success in graduating African American engineers. Changing the Face of Engineering argues that the continued underrepresentation of African Americans in engineering impairs the ability of the United States to compete successfully in the global marketplace. This volume will be of interest to STEM scholars and students, as well as policymakers, corporations, and higher education institutions.

Publisher: Johns Hopkins University Press
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Charter School Report Card

Author: Shawgi Tell
Abstract: What is a charter school? Where do they come from? Who promotes them, and why? What are they supposed to do? Are they the silver bullet to the ills plaguing the American public education system? This book provides a comprehensive and accessible overview and analysis of charter schools and their many dimensions. It shows that charter schools as a whole lower the quality of education through the privatization and marketization of education. The final chapter provides readers with a way toward rethinking and remaking education in a way that is consistent with modern requirements. Society and its members need a fully funded high quality public education system open to all and controlled by a public authority.
Publisher: Information Age
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Charter Schools at the Crossroads: Predicaments, Paradoxes, Possibilities

Author: Chester E. Finn, Jr.
Author: Bruno V. Manno
Author: Brandon L. Wright
Abstract: Charter Schools at the Crossroads offers a frank and nuanced analysis of the successes and shortcomings of the charter movement, and outlines possible directions for the future. Few observers present at the creation of the first charter schools a quarter-century ago could have predicted how rapidly this movement would spread or how thoroughly it would come to dominate the education reform agenda. And few recent debates in education have been as highly charged as those over charter schools’ roles, responsibilities, and results.
 
Chester E. Finn, Jr., Bruno V. Manno, and Brandon L. Wright write that charters have been “spectacularly uneven in many ways, succeeding wonderfully in some cases while faltering in others.” They counter the often-oversimplified narrative of the movement’s origins, showing how multiple agendas and intentions led to a cacophony of results. The authors highlight some of the key accomplishments of charter schools in serving selected populations while acknowledging the mixed results of the sector as a whole, and identify critical challenges for strengthening the charter sector.
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Children's Rights, Educational Research and the UNCRC past, present and future

Editor: Jenna Gillett-Swan
Editor: Vicki Coppock
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Children’s Rights, Educational Research, and the UNCRC provides international perspectives on contemporary issues pertaining to children’s rights in education. The global context, relevance and implications of children’s rights, educational research and the United Nations Convention on the Rights of the Child (UNCRC) are explored from multiple perspectives. Since the development of the UNCRC over 25 years ago, significant changes have occurred in the way that children’s rights are considered, conceptualised and enacted. Even so, there remains a continued debate surrounding the extent to which the children’s rights agenda is embraced within education, as researchers, teachers and other educational professionals continue to consider the degree to which the UNCRC informs practice. This book provides critical and focused discussion on the challenges of enacting children’s rights in educational research contexts and alerts readers to the ways in which children’s rights provide a provocation to think and practise differently.

Chapter contributions from scholars in Australia, Finland, Portugal, Sweden and the United Kingdom provide diverse contexts from which subsequent educational and research practice can be derived. Each chapter problematises different aspects of children’s rights within the context of educational research with both broad and specific wide-ranging implications and provides examples of different ways that these aspects are considered in practice.

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Civics and Citizenship Education in Australia: Challenges, Practices and International Perspectives

Editor: Andrew Peterson
Editor: Libby Tubdall
Abstract: Civics and Citizenship Education in Australia provides a comprehensive analysis of teaching and learning in this field in Australian schools, drawing on case study material to demonstrate the current practice in the field. Reflecting on the issues and possibilities raised by the inclusion of civics and citizenship education in the new national Australian curriculum, leading national and international scholars analyse the subject's theoretical, curricular and pedagogical bases and approaches. 

Placing civics and citizenship education within historical and contemporary contexts, the book critically explores a range of issues concerning the development, organisation and teaching of the subject. These include how the subject might include indigenous, global and Asian perspectives, and how it may help students to engage with issues around sustainability, active citizenship, diversity, religion and values. The final chapters written by scholars from England, the USA, Canada, Hong Kong and Singapore adopt a comparative approach situating Australian civics and citizenship education in the wider international context. - See more at: http://www.bloomsbury.com/us/civics-and-citizenship-education-in-australia-9781474248211/#sthash.WGA0H5dC.dpuf
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Common Sense about Common Core: Overcoming Education's Politics

Author: Jim Dueck
Abstract: Common Sense about Common Core breaks down everything you need to know about the Common Core, from how it was implemented to where we are now. Common Core has emerged as a significant political issue and, therefore, a concern with the general public. Special interest groups are spinning messages which are inaccurate or biased in order to confuse parents and the public. Therefore a transformative educational initiative developed on sound principles is jeopardized because special interest groups, including politicians seeking to garner support from these groups, are taking positions based on inaccurate information. This book will show that Common Core is a necessary initiative for achieving America’s Race to the Top. 
Publisher: Rowman & Littlefield
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Compassionate Critical Thinking: How Mindfulness, Creativity, Empathy, and Socratic Questioning Can Transform Teaching

Author: Ira Rabois
Abstract: Teachers can’t add more minutes to a school day, but with mindfulness they can add depth to the moments they do have with students in their classroom. Compassionate Critical Thinkingdemonstrates how to use mindfulness with instructional effectiveness to increase student participation and decrease classroom stress, and it turns the act of teaching into a transformational practice. Many books teach mindfulness, but few provide a model for teaching critical thinking and integrating it across the curriculum. The purpose of this book is to show teachers how to create a classroom culture of compassionate critical thinking. 
When students feel a lack of meaning and purpose in their school lives, they resist learning. Using a Socratic style of inquiry, Rabois changes the classroom dynamic to encourage self-reflection, insight, and empathy. Vignettes capture dialogue between teacher and students to illustrate how mindfulness practices elicit essential questions which stimulate inquiry and direct discovery. What bigger mystery is there, what more interesting and relevant story, than the story of one’s own mind and heart and how they relate us to the world?
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Connected Gaming: What Making Video Games Can Teach Us about Learning and Literacy

Author: Yasmin B. Kafai
Author: Quinn Burke
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Over the last decade, video games designed to teach academic content have multiplied. Students can learn about Newtonian physics from a game or prep for entry into the army. An emphasis on the instructionist approach to gaming, however, has overshadowed the constructionist approach, in which students learn by designing their own games themselves. In this book, Yasmin Kafai and Quinn Burke discuss the educational benefits of constructionist gaming -- coding, collaboration, and creativity -- and the move from "computational thinking" toward "computational participation."

Kafai and Burke point to recent developments that support a shift to game making from game playing, including the game industry's acceptance, and even promotion, of "modding" and the growth of a DIY culture. Kafai and Burke show that student-designed games teach not only such technical skills as programming but also academic subjects. Making games also teaches collaboration, as students frequently work in teams to produce content and then share their games with in class or with others online. Yet Kafai and Burke don't advocate abandoning instructionist for constructionist approaches. Rather, they argue for a more comprehensive, inclusive idea of connected gaming in which both making and gaming play a part.

Publisher: MIT Press
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Creativity and Innovation: Theory, Research, and Practice

Author: Jonathan Plucker, Ph.D.
Abstract: Creativity and innovation are frequently mentioned as key 21st-century skills for career and life success. Indeed, recent research provides evidence that the jobs of the future will increasingly require the ability to bring creative solutions to complex problems. And creativity is often the spice of life, that little extra something that makes the mundane into the interesting, making our routines into fresh new approaches to our daily lives. Over the past quarter century, our understanding of creativity has advanced significantly-we know more about what it is (and isn't), we better understand how to foster it, and we have deeper, more complex knowledge about how it relates to intelligence, leadership, personality, and other constructs. This book brings together some of the world's best thinkers and researchers on creativity, innovation, and entrepreneurship to provide a comprehensive but highly readable overview of these exciting, important topics.
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Critical Mathematics Education: Theory, Praxis and Reality

Editor: Paul Ernest
Editor: Bharath Sriraman
Editor: Nuala Ernest
Abstract: Mathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life. However, critical mathematics challenges these assumptions and actively attacks the idea that mathematics is pure, objective, and value‐neutral. It argues that history, society, and politics have shaped mathematics-not only through its applications and uses but also through molding its concepts, methods, and even mathematical truth and proof, the very means of establishing truth. Critical mathematics education also attacks the neutrality of the teaching and learning of mathematics, showing how these are value‐laden activities indissolubly linked to social and political life. Instead, it argues that the values of openness, dialogicality, criticality towards received opinion, empowerment of the learner, and social/political engagement and citizenship are necessary dimensions of the teaching and learning of mathematics, if it is to contribute towards democracy and social justice. This book draws together critical theoretic contributions on mathematics and mathematics education from leading researchers in the field. Recurring themes include: The natures of mathematics and critical mathematics education, issues of epistemology and ethics; Ideology, the hegemony of mathematics, ethnomathematics, and real‐life education; Capitalism, globalization, politics, social class, habitus, citizenship and equity. The book demonstrates the links between these themes and the discipline of mathematics, and its critical teaching and learning. The outcome is a groundbreaking collection unified by a shared concern with critical perspectives of mathematics and education, and of the ways they impact on practice.
Publisher: Information Age
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Crossover Pedagogy: A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses

Author: Robert J. Nash
Author: Jennifer J. J. Jang
Author: Patricia C. Nguyen
Abstract: As authors, we are convinced that the time has finally arrived in academe for an extensive, experience‐based, firsthand, seamless examination of what we are calling crossover pedagogy. There is no book‐length examination of facultystudent affairs administrators collaboration in the academic realm anywhere. Nobody has yet to produce a case‐based, hands‐on, book‐length treatment of how (and why) faculty and student affairs administrators can co‐teach, co‐author, and co‐consult with one another as co‐equal educators and campus leaders—with each group complementing the other in terms of their special skills, knowledge, background, and experiences. Without coming to practical terms with the case for collaboration that the above authors make, the why rationale developed in these publications on the topic of faculty‐administrator collaboration (sometimes referred to as “blended” efforts) around the teaching‐learning venture is lost in the logistics of technical policy issues and challenges.
Publisher: Information Age
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Curriculum Compacting: A Guide to Differentiating Curriculum and Instruction Through Enrichment and Acceleration

Author: Sally M. Reis, Ph.D.
Author: Joseph S. Renzulli, Ed. D.
Author: Deborah E. Burns, Ph.D.
Abstract: Curriculum compacting is one of the most well-researched and commonly used ways of differentiating instruction to challenge advanced learners. This practical and inexpensive method of differentiating both content and instruction enables classroom teachers to streamline the regular curriculum, ensure students’ mastery of basic skills, and provide time for stimulating enrichment and acceleration activities. With information on the history and rationale of curriculum compacting as well as successful implementation strategies and multiple case studies, the second edition of Curriculum Compacting introduces the strategies that teachers need to understand to implement this differentiation strategy for high-potential, highly motivated, and academically talented and gifted students.
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Curriculum Windows: What Curriculum Theorists of the 1980s Can Teach Us About Schools And Society Today

Editor: Thomas S. Poetter
Editor: Kelly Waldrop
Editor: Chloe Bolyard
Editor: Vicka Bell-Robinson
Abstract: Curriculum Windows: What Curriculum Theorists of the 1980s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1980s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1980s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1980s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works in the curriculum field of the 1980s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
Publisher: Information Age
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Developing a Center for Teaching Excellence: A Higher Education Case Study Using the Integrated Readiness Matrix

Author: Lawrence A. Tomei
Author: James A. Bernauer
Author: Anthony Moretti
Abstract: Developing a Center for Teaching Excellence: A Case Study Using the Integrated Readiness Matrixbuilds on the 2015 text, Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education with a focus on teaching in higher education. 

Developing a Center for Teaching Excellence is premised on our contention in the first book that, while individual faculty members can independently begin to use the IRM to improve their pedagogical and technological skills in their content areas, an organizational structure is needed to sustain ongoing improvement. In addition, while the first book provided a primer on learning theory as it relates to pedagogy, Developing a Center for Teaching Excellence plumbs this topic more deeply from the perspective of the college instructor. Further, the second book is dedicated to demonstrating how the IRM can be institutionalized as the foundation for providing the structure and support to faculty and how they can help shape centers for teaching excellence by becoming more familiar with relevant learning theories and related pedagogical and technological approaches.
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Difficult Students and Disruptive Behavior in the Classroom; Teacher Responses That Work

Author: Vance Austin
Author: Daniel Sciarra
Abstract: Difficult Students and Disruptive Behavior in the Classroom provides skills-based interventions for educators to address the most common problem behaviors encountered in the classroom. Offering not just problem-specific “best practices” but an attachment-based foundation of sound pedagogical principles and strategies for reaching and teaching disruptive, difficult, and emotionally challenged students, it empowers educators to act wisely when problem behaviors occur, improve their relationships with students, and teach with greater success and confidence.
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Digital Curricula in School Mathematics

Editor: Meg Bates
Editor: Zalman Usiskin
Abstract: The mathematics curriculum – what mathematics is taught, to whom it is taught, and when it is taught – is the bedrock to understanding what mathematics students can, could, and should learn. Today's digital technology influences the mathematics curriculum in two quite different ways. One influence is on the delivery of mathematics through hardware such as desktops, laptops, and tablets. Another influence is on the doing of mathematics using software available on this hardware, but also available on the internet, calculators, or smart phones. These developments, rapidly increasing in their availability and decreasing in their cost, raise fundamental questions regarding a mathematics curriculum that has traditionally been focused on paper-and-pencil work and taught in many places as a set of rules to be practiced and learned. This volume presents the talks given at a conference held in 2014 at the University of Chicago, sponsored by the Center for the Study of Mathematics Curriculum. The speakers – experts from around the world and inside the Usa – were asked to discuss one or more of the following topics: * changes in the nature and creation of curricular materials available to students * transformations in how students learn and how they demonstrate their learning * rethinking the role of the teacher and how students and teachers interact within a classroom and across distances from each other The result is a set of articles that are interesting and captivating, and challenge us to examine how the learning of mathematics can and should be affected by today's technology.
Publisher: Information Age
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Disrupting Gendered Pedagogies in the Early Childhood Classroom

Author: April Larremore
Abstract: Young children’s access to knowledge about gender, relationships, and sexuality has critical implications for their health and well-being, not only in their early years but throughout their lives. This knowledge can build children’s competencies and resilience, contributing to new cultural norms of non-violence in gendered and sexual relationships. For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. The pedagogical project discussed in Disrupting Gendered Pedagogies in the Early Childhood Classroom examines the tensions associated with one teacher’s attempts to rethink gendered narratives and childhood sexuality in her own classroom. This project illustrates that it is possible for early childhood teachers to use feminist poststructuralism and queer theory to deepen their understandings and responses to children’s talk, actions, and play regarding sex, gender, and sexuality and to use these understandings to inform their professional practice.
Publisher: Peter Lang
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Doing Developmental Research: A Practical Guide

Author: Tricia Striano
Abstract: Addressing practical issues rarely covered in methods texts, this user-friendly, jargon-free book helps students and beginning researchers plan infant and child development studies and get them done. The author provides step-by-step guidance for getting involved in a developmental laboratory and crafting effective research questions and proposals. Tips on recruiting study participants cover access issues--such as how to overcome language and cultural barriers--and include helpful sample scripts. The book offers time management strategies, pointers for organizing and communicating data, and a roadmap of the journal publication process, complete with an annotated sample article. Numerous concrete examples, checklists, worksheets, and exercises are featured. Reproducible forms can be downloaded and printed in a convenient 8 1/2" x 11" size.

Pedagogical Features:
*Chapter subheadings written as questions to help students quickly find the answers they need.
*Key tips and checklists for managing each phase of a study.
*Exercises that build core research skills.
*Annotated sample journal article with commentary on the writing and publication process.
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